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Although the literature on school choice rationalities is extensive, different authors interpret the processes of school choice for poor families in different ways. Positions vary between those that consider that poor families have the same capacity to choose as middle class families and those that value structural factors as constraints for choice. The objective of this article is to identify different school choice rationalities of low income families in the context of a highly marketized education system such as Chile. Beyond the restrictions of a different nature that poor families face, this social group mostly expresses high levels of reflexivity and complex sets of preferences when it comes to choosing schools for their children. This article tries to overcome the dualistic division that prevails in school choice literature between choice as an outcome of utility maximization for all, and choice as a denial for deprived groups. 相似文献
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At the peak of his career, Esteve Terradas (1883–1950) played a major role in the science and technology policy of the Franco regime. Supervising the creation of a new aeronautical centre and a state electrical company, he developed a liberal programme under an authoritarian regime. This paper explores the development and intersection of his private and public lives. 相似文献
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Cross-cultural comparisons of child-reported emotional and physical abuse: rates, risk factors and psychosocial symptoms 总被引：1，自引：0，他引：1
Sebre S Sprugevica I Novotni A Bonevski D Pakalniskiene V Popescu D Turchina T Friedrich W Lewis O 《Child abuse & neglect》2004,28(1):113-127
OBJECTIVES: This study was designed to assess the incidence of child emotional and physical abuse, associated risk factors and psychosocial symptoms in a cross-cultural comparison between post-communist bloc countries. Method: One-thousand one-hundred forty-five children ages 10-14 from Latvia (N = 297), Lithuania ( N = 300), Macedonia (N = 302), and Moldova (N = 246) participated in the study. They completed questionnaires assessing their experience of emotional or physical abuse, and provided information about family risk-factors and psychosocial symptoms, including PTSD-related symptoms. RESULTS: Incidence rates of maltreatment differed by country, as did levels of reported psychosocial symptoms. Incidence of emotional and physical abuse differed by region, with higher levels of abuse reported in the rural regions. In all four countries, a similar association between emotional/physical abuse and psychosocial symptoms was found, with the uniformly largest correlation between emotional abuse and anger. When examining the combined scores of emotional and physcial abuse, even higher correlation's were found, particularly in relation to anger and depression. In all four countries, parental overuse of alcohol was associated with emotional and/or physical abuse. CONCLUSIONS: Findings show differences by country in child-reported levels of emotional and physical abuse, but similar patterns of correlation with psychosocial symptoms and the risk factors of parental alcohol overuse and living in a rural area. 相似文献
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This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N?=?67) answered the online survey Faculty identity and academic writing. A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were written exams in the teaching sphere of activity. Second, activities related to the research sphere, such as writing-related activities and participation in events were the least reported while evaluative activities were mentioned in all spheres. Third, faculty’s perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty’s perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty’s identity development. 相似文献
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Sandra Mandic Susan Sandretto Debbie Hopkins Gordon Wilson Antoni Moore Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122
New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin. 相似文献
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The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献
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This paper explores the nature and quality of the participation that characterises the Bank's consultations with external actors and examines the extent to which the Bank is responsive to such feedback when it comes to defining its policy preferences and strategies in the education domain. It draws on a case study of the participatory process that was organised around the definition of the last World Bank Education Strategy (WBES2020) and focuses on the participation of three European aid agencies, the Ministry of Foreign Affairs of the Netherlands, Germany's Federal Ministry for Economic Cooperation and Development and the Department for International Development of the UK. This paper acknowledges that a significant effort was made to promote the inclusiveness and transparency of the participatory process, yet it concludes that the conditions for promoting quality participation and substantive policy change were not provided. Furthermore, the way international aid agencies produce and use knowledge limits their role and influence in the context of the Bank's consultations. Hence, by not contesting the Bank's policy ideas substantially, the agencies contribute inadvertently to reproducing the Bank's predominance in the education for development field. 相似文献
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This research focuses on the study of the processes of collaborative solving of information problems and their impact on group learning outcomes. Forty-nine pairs of students solved three learning tasks with learning goals of increasing complexity: information selection, information interpretation, and interrelating concepts. We analysed two types of data: group work processes and group learning outcomes. The group work processes were assessed using eight dimensions, and group learning outcomes were evaluated in two ways: quality of the group written product, and shared correct knowledge. Findings reveal the significant influence of some aspects of the group work processes (such as searching for information, processing information, shared task regulation, the construction of shared knowledge, and emotional climate) in the group learning outcomes. Results also show that this influence is most evident in tasks with more complex learning demands. Finally, some educational proposals for school education are provided. 相似文献